Functional Skills criteria for English

Size: px
Start display at page:

Download "Functional Skills criteria for English"

Transcription

1 Functional Skills criteria for English Entry 1, Entry 2, Entry 3, level 1 and level 2 November 2009 Ofqual/09/4559

2 Contents Introduction...3 Speaking, listening and communication...3 Reading...4 Writing...5 Skill standards and assessment weightings...5 Entry Entry Entry Level Level Scheme of assessment...14 Appendix B(i): Functional Skills English (speaking, listening and communication): Inclusion Sheets...16 Inclusion Statement for Functional Skills in speaking, listening and communication...16 Entry Entry Entry Level Level Appendix B(ii): Functional Skills English (reading): Inclusion Sheets...20 Inclusion Statement for Functional Skills in reading...20 Entry Entry Entry Level

3 Level Appendix B(iii): Functional Skills English (writing): Inclusion Sheets...24 Inclusion statement for Functional Skills in writing (all levels)...24 Entry Entry Entry Level Level

4 Introduction The Functional Skills qualifications in English assess three components: Speaking, listening and communication Reading Writing Functional Skills qualifications in English are available at Entry 1, Entry 2, Entry 3, level 1 and level 2. The criteria for these qualifications specify the requirements in terms of skill standards and coverage and range at each level. At each level of the qualification, these subsume the previous level's skill standards and coverage and range, supporting a progression-based suite of skills qualifications. These criteria should be used in conjunction with the 'Functional Skills qualifications criteria' (Ofqual/09/4558) publication, which includes the criteria common to all Functional Skills qualifications, and the controlled assessment regulations for the qualifications (see separate document Appendix A: 'Controlled assessment regulations for functional skills: Entry 1, Entry 2, Entry 3 in English, mathematics and ICT. English speaking, listening and communication at Entry 1, Entry 2, Entry 3 and level 1 and level 2'). Functional Skills qualifications in English focus on the development of effective communication skills and the three components are defined in the context of the qualification. Speaking, listening and communication Speaking, listening and communication within Functional Skills qualifications are defined as non-written communication, normally conducted face-to-face. In exceptional circumstances, assessment may take place remotely, provided that the medium through which remote assessment takes place: does not create barriers to achievement and success enables candidates to demonstrate achievement against the full range of standards using the full range of permitted strategies, and meets the security requirements specified in criterion 58f of ' The statutory regulation of external qualifications' (QCA/04/1293). 3

5 The term 'speaking, listening and communication' as used by these standards is intended to be interpreted in a broadly inclusive way and is not intended to create any unnecessary barriers to candidates with speech or hearing impairment. The needs of individual candidates will vary but as guidance, the term should be interpreted as meaning communication, discussion and presentation that: can include use of sign language (eg British Sign Language, sign-supported English) provided this is made accessible to all participants in the discussion. (It is recognised that BSL is a language in its own right and not a form of English. BSL is, however, permitted as an alternative to English for the assessment of speaking, listening and communication where BSL is the candidate's normal way of communicating in the contexts described by the standards. No other languages are permitted as alternatives to English; can include access to augmentative speech equipment and such software as constitutes the candidate's normal way of working; does not depend solely on the use of written language or require the individual/s with whom the candidate is communicating to be able to read (as these skills are covered by the requirements for reading and writing). Reading Reading within Functional Skills qualifications is defined as the independent decoding and understanding of written language and text in a purposeful context. 'Text' is defined as materials that include the use of words that are written, printed, on screen or presented using Braille. As a reasonable adjustment, candidates who are classed as disabled under the terms of the Disability Discrimination Act (DDA) and use assistive technology as their normal way of reading can demonstrate that they are able to independently meet the requirements of the reading standards through use of screen reader software. A human reader cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the reading requirements can be requested for candidates with disabilities who cannot use assistive technology. 4

6 Writing Writing within Functional Skills qualifications is defined as the independent construction of written text to communicate in a purposeful context. 'Text' is defined as materials that include the use of words that are written, printed, on screen or presented using Braille, and which are presented in a way that is accessible for the intended audience. As a reasonable adjustment, candidates who are classed as disabled under the terms of the Disability Discrimination Act (DDA) and use assistive technology as their normal way of producing written texts can demonstrate that they are able to independently meet the requirements of the writing standards through use of a computer and appropriate software. A human scribe cannot be used to demonstrate the requirements of the standards, as this does not meet the requirement for independence. As a last resort, an exemption from the writing requirements can be requested for candidates with disabilities who cannot use assistive technology. Skill standards and assessment weightings 1. Functional Skills qualifications in English must require candidates to demonstrate their ability in relation to: 5

7 Entry 1 Skill standard Speaking, listening and communication Participate in and understand the main points of simple discussions/exchanges about familiar topics with another person in a familiar situation Understand the main points of short explanations Understand and follow instructions Respond appropriately to comments and requests Make contributions to be understood Ask simple questions to obtain specific information. Reading Read and understand short, simple texts that explain or recount information Read and understand simple regular words and sentences Understand short texts on familiar topics and experiences Writing Write short, simple sentences Use written words and phrases to present information Construct simple sentences using full stops Spell correctly some personal or very familiar words 6

8 Entry 2 Skill standard Speaking, listening and communication Participate in discussions/exchanges about familiar topics, making active contributions, with one or more people in familiar situations Identify the main points of short explanations and instructions Make appropriate contributions that are clearly understood Express simply feelings or opinions and understand those expressed by others Communicate information so that the meaning is clear Ask and respond to straightforward questions Follow the gist of discussions Reading Read and understand straightforward texts that explain, inform or recount information Understand the main events in chronological texts Read and understand simple instructions and directions Read and understand high frequency words and words with common spelling patterns Use knowledge of alphabetical order to locate information 7

9 Writing Write short texts with some awareness of the intended audience Use written words and phrases to record and present information Construct compound sentences using common conjunctions Punctuate correctly, using upper and lower case, full stops and question marks Spell correctly all high frequency words and words with common spelling patterns 8

10 Entry 3 Skill standard Speaking, listening and communication Respond appropriately to others and make some extended contributions in familiar formal and informal discussions and exchanges Follow the main points of discussions Use techniques to clarify and confirm understanding Give own point of view and respond appropriately to others point of view Use appropriate language in formal discussions/exchanges Make relevant contributions, allowing for and responding to others input Reading Read and understand the purpose and content of straightforward texts that explain, inform and recount information Understand the main points of texts Obtain specific information through detailed reading Use organisational features to locate information Read and understand texts in different formats using strategies/techniques appropriate to the task Writing Write texts with some adaptation to the intended audience Plan, draft and organise writing Sequence writing logically and clearly Use basic grammar including appropriate verb-tense and subject-verb agreement Check work for accuracy, including spelling Level 1 9

11 Skill standard Assessment weighting Speaking, listening and communication Not applicable Take full part in formal and informal discussions and exchanges that include unfamiliar subjects Make relevant and extended contributions to discussions, allowing for and responding to others input Prepare for and contribute to the formal discussion of ideas and opinions Make different kinds of contributions to discussions Present information/points of view clearly and in appropriate language Reading Not applicable Read and understand a range of straightforward texts Identify the main points and ideas and how they are presented in a variety of texts Read and understand texts in detail Utilise information contained in texts Identify suitable responses to texts In more than one type of text. 10

12 Writing Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience Write clearly and coherently, including an appropriate level of detail Present information in a logical sequence Use language, format and structure suitable for purpose and audience 55-60% Use correct grammar, including correct and consistent use of tense Ensure written work includes generally accurate punctuation and spelling and that meaning is clear 40-45% In more than one type of text. 11

13 Level 2 Skill standard Assessment weighting Speaking, listening and communication Not applicable Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations Consider complex information and give a relevant, cogent response in appropriate language Present information and ideas clearly and persuasively to others Adapt contributions to suit audience, purpose and situation Make significant contributions to discussions, taking a range of roles and helping to move discussion forward Reading Not applicable Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions Select and use different types of texts to obtain and utilise relevant information Read and summarise, succinctly, information/ideas from different sources Identify the purposes of texts and comment on how meaning is conveyed Detect point of view, implicit meaning and/or bias Analyse texts in relation to audience needs and consider suitable responses In three or more texts. 12

14 Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively Present information/ideas concisely, logically, and persuasively Present information on complex subjects clearly and concisely Use a range of writing styles for different purposes 55-60% Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication effectively Punctuate written text using commas, apostrophes and inverted commas accurately 40-45% Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning in a range of text types. 13

15 Scheme of assessment 2. Specifications for Functional Skills qualifications in English must allocate a weighting of 100 per cent to external assessment for the components for reading and writing at levels 1 and 2. Internal assessment is required at all levels for speaking, listening and communication and at Entry levels 1, 2 and 3 for reading and writing. All internal assessment must comply with the controlled assessment regulations (see Appendix A). 3. Awarding organisations must provide guidance to centres on how to administer and contextualise the internal assessment, including advice on use of practical resources, tutor mediation and other relevant assessment arrangements. This must comply with the controlled assessment regulations (see Appendix A). 4. Assessment must focus on functionality and the effective application of speaking, listening and communication, reading and writing skills in purposeful contexts and scenarios that reflect real-life situations. The assessment of each component is equally weighted. 5. Assessment must assess all the skill standards and each of the coverage and range statements that comprise the skill standard at the specified level. Assessment can sample the range of contexts in which these skills should be applied. 6. Assessment must enable the separate reporting of achievement across the three components within the qualification. A formal statement of results indicating the levels achieved for the separate components must be issued. Compensation across assessment components is not permitted. 7. Where no exemption has been granted, candidates must pass the assessment of Functional Skills: reading; writing; and speaking, listening and communication, to be awarded the qualification. Candidates achieving a pass in each of the required components will be awarded the qualification at the level of the lowest component achieved. 8. Awarding organisations offering Functional Skills qualifications must recognise, in exceptional cases, achievement of any Functional Skills English component (ie reading; writing; and speaking, listening and communication) issued by another awarding organisation offering the qualifications. Component achievement remains valid for the duration of the qualification accreditation period. 14

16 9. Candidates are not limited in the number of times that they may re-sit individual assessment components. Individual assessment component achievement must be recognised in subsequent re-sit opportunities. 10. The duration of the assessment leading to a Functional Skills qualification in English at Entry levels 1, 2 and 3 should be a minimum of one hour and must not exceed two hours. At levels 1 and 2, the duration of the assessment should be a minimum of two hours and a maximum of three hours, including all three components. 11. Assessments must include realistic texts that are suitable for the level. 12. Speaking, listening and communication The assessment of speaking, listening and communication must be 100 per cent open response. Awarding organisations must provide clear guidance for centres regarding arrangements for assessment that consistently measure performance of the skill standards at the level specified, in line with the controlled assessment regulations (see Appendix A). 13. Reading Fixed response assessment is permissible to support the direct assessment of reading skills and to minimise the writing demands that assessments place upon candidates, but must not exceed 50 per cent of the assessment component at levels 1 and 2. Skill standards that require active engagement with reading materials and utilisation of information contained in texts must all be assessed by open response assessment. 14. Writing The assessment of writing must be 100 per cent open response. Assessments must measure the quality of outcomes in relation to particular tasks' purposes and audiences and recognise the importance of accurate spelling, punctuation and grammar in formal contexts. Between 40 and 45 per cent of marks for writing must be allocated specifically for spelling, punctuation and grammar at levels 1 and 2. 15

17 Appendix B(i): Functional Skills English (speaking, listening and communication): Inclusion Sheets Scope: The arrangements described by this document apply only to assessment leading to the awarding of the speaking, listening and communication component of Functional Skills in English qualifications. Inclusion Statement for Functional Skills in speaking, listening and communication All levels Speaking, listening and communication within Functional Skills qualifications are defined as non-written communication, normally conducted face-to-face. The term 'speaking, listening and communication', as used by these standards, is intended to be interpreted in a broadly inclusive way and is not intended to create any unnecessary barriers to candidates with speech or hearing impairment. The needs of individual candidates will vary but, as guidance, the term should be interpreted as meaning communication, discussion and presentation that: can include use of sign language (eg British Sign Language, sign-supported English) provided this is made accessible to all participants in the discussion. (It is recognised that BSL is a language in its own right and not a form of English. BSL is, however, permitted as an alternative to English for the assessment of speaking, listening and communication where BSL is the candidate's normal way of communicating in the contexts described by the standards. No other languages are permitted as alternatives to English; can include access to augmentative speech equipment and such software as constitutes the candidate's normal way of working; does not depend solely on the use of written language or require the individual/s with whom the candidate is communicating to be able to read (as these skills are covered by the requirements for reading and writing). 16

18 Entry 1 Speaking, listening and communication Participate in and understand the main points of simple discussions/exchanges about familiar topics with another person in a familiar situation Understand the main points of short explanations Understand and follow instructions Respond appropriately to comments and requests Make contributions to be understood Ask simple questions to obtain specific information Entry 2 Speaking, listening and communication Participate in discussions/exchanges about familiar topics, making active contributions, with one or more people in familiar situations Identify the main points of short explanations and instructions Make appropriate contributions that are clearly understood Express, simply, feelings or opinions and understand those expressed by others Communicate information so that the meaning is clear Ask and respond to straightforward questions Follow the gist of discussions 17

19 Entry 3 Speaking, listening and communication Respond appropriately to others and make some extended contributions in familiar formal and informal discussions and exchanges Follow the main points of discussions Use techniques to clarify and confirm understanding Give own point of view and respond appropriately to others point of view Use appropriate language in formal discussions/exchanges Make relevant contributions, allowing for and responding to others input Level 1 Speaking, listening and communication Take full part in formal and informal discussions and exchanges that include unfamiliar subjects Make relevant and extended contributions to discussions, allowing for and responding to others input Prepare for and contribute to the formal discussion of ideas and opinions Make different kinds of contributions to discussions Present information/points of view clearly and in appropriate language 18

20 Level 2 Speaking, listening and communication Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations Consider complex information and give a relevant, cogent response in appropriate language Present information and ideas clearly and persuasively to others Adapt contributions to suit audience, purpose and situation Make significant contributions to discussions, taking a range of roles and helping to move discussion forward Justification for inclusion of any barriers: Mitigation taken to minimise the impact of the barrier: 19

21 Appendix B(ii): Functional Skills English (reading): Inclusion Sheets Scope: The arrangements described by this document apply only to assessment leading to the awarding of the Reading component of Functional Skills in English qualifications. Inclusion Statement for Functional Skills in reading Reading within Functional Skills qualifications is defined as the independent decoding and understanding of written language and text in a purposeful context. "Text" is defined as materials that include the use of words that are written, printed, on screen or presented using Braille. As a reasonable adjustment, candidates who are classed as disabled under the terms of the Disability Discrimination Act (DDA), and use assistive technology as their normal way of reading, can demonstrate that they are able to independently meet the requirements of the reading standards through use of screen reader software. A human reader cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the reading requirements can be requested for candidates with disabilities who cannot use assistive technology. 20

22 Entry 1 Reading Read and understand short, simple texts that explain or recount information Read and understand simple regular words and sentences Understand short texts on familiar topics and experiences Entry 2 Reading Read and understand straightforward texts that explain, inform or recount information Understand the main events in chronological texts Read and understand simple instructions and directions Read and understand high frequency words and words with common spelling patterns Use knowledge of alphabetical order to locate information Entry 3 Reading Read and understand the purpose and content of straightforward texts that explain, inform and recount information Understand the main points of texts Obtain specific information through detailed reading Use organisational features to locate information Read and understand texts in different formats using strategies/techniques appropriate to the task 21

23 Level 1 Reading Read and understand a range of straightforward texts Identify the main points and ideas and how they are presented in a variety of texts Read and understand texts in detail Utilise information contained in texts Identify suitable responses to texts In more than one type of text. Level 2 Reading Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions Select and use different types of texts to obtain and utilise relevant information Read and summarise succinctly information/ideas from different sources Identify the purposes of texts and comment on how meaning is conveyed Detect point of view, implicit meaning and/or bias Analyse texts in relation to audience needs and consider suitable responses In a range of texts. 22

24 Justification for inclusion of any barriers: Mitigation taken to minimise the impact of the barrier: 23

25 Appendix B(iii): Functional Skills English (writing): Inclusion Sheets Scope: The arrangements described by this document apply only to assessment leading to the awarding of the "Writing" component of Functional Skills in English qualifications. Inclusion statement for Functional Skills in writing (all levels) Writing within Functional Skills qualifications is defined as the independent construction of written text to communicate in a purposeful context. "Text" is defined as materials that include the use of words that are written, printed, on screen or presented using Braille and which are presented in a way that is accessible for the intended audience. As a reasonable adjustment, candidates who are disabled under the terms of the Disability Discrimination Act (DDA) and who use assistive technology as their normal way of producing written texts can demonstrate that they are able to independently meet the requirements of the writing standards through use of a computer and appropriate software. A human scribe cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the writing requirements can be requested for candidates with disabilities who cannot use assistive technology. 24

26 Entry 1 Writing Write short, simple sentences Use written words and phrases to present information Construct simple sentences using full stops Spell correctly some personal or very familiar words Entry 2 Writing Write short texts with some awareness of intended audience Use written words and phrases to record and present information Construct compound sentences using common conjunctions Punctuate correctly using upper and lower case, full stops and question marks Spell correctly high frequency words and words with common spelling patterns Entry 3 Writing Write texts with some adaptation to the intended audience Plan, draft and organise writing Sequence writing logically and clearly Use basic grammar including appropriate verbtense and subject-verb agreement Check work for accuracy, including spelling 25

27 Level 1 Writing Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience Write clearly and coherently, including an appropriate level of detail Present information in a logical sequence Use language, format and structure suitable for purpose and audience Use correct grammar, including correct and consistent use of tense Ensure written work includes generally accurate punctuation and spelling and that meaning is clear In more than one type of text % of marks for writing must be allocated specifically for spelling, punctuation and grammar Level 2 Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively Present information/ideas concisely, logically, and persuasively Present information on complex subjects clearly and concisely Use a range of writing styles for different purposes Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication effectively Punctuate written text using commas, apostrophes and inverted commas accurately 26

28 Ensure written work is fit for purpose and audience with accurate spelling and grammar that support clear meaning In a range of text types. Justification for inclusion of any barriers: 40-45% of marks for writing must be allocated specifically for spelling, punctuation and grammar Mitigation taken to minimise the impact of the barrier: 27

29 The qualifications regulators wish to make their publications widely accessible. Please contact us if you have any specific accessibility requirements. First published in Crown copyright 2009 Council for the Curriculum Examinations and Assessment 2009 Qualifications and Curriculum Authority 2009 Ofqual is part of the Qualifications and Curriculum Authority (QCA). QCA is an exempt charity under Schedule 2 of the Charities Act Reproduction, storage or translation, in any form or by any means, of this publication is prohibited without prior written permission of the publisher, unless within the terms of the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for education purposes, without permission, provided full acknowledgement is given. Office of the Qualifications and Examinations Regulator Spring Place Coventry Business Park Herald Avenue Coventry CV5 6UB Telephone Textphone Helpline

Myths, Legends, Fairytales and Novels (Writing a Letter)

Myths, Legends, Fairytales and Novels (Writing a Letter) Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess

More information

CELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom

CELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and

More information

National Literacy and Numeracy Framework for years 3/4

National Literacy and Numeracy Framework for years 3/4 1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say

More information

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop

More information

THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING CURRICULUM FOR BASIC EDUCATION STANDARD I AND II

THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING CURRICULUM FOR BASIC EDUCATION STANDARD I AND II THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING CURRICULUM FOR BASIC EDUCATION STANDARD I AND II 2016 Ministry of Education, Science,Technology and Vocational

More information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

Coast Academies Writing Framework Step 4. 1 of 7

Coast Academies Writing Framework Step 4. 1 of 7 1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and

More information

Qualification Guidance

Qualification Guidance Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this

More information

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

Primary English Curriculum Framework

Primary English Curriculum Framework Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been

More information

Assessment Pack HABC Level 3 Award in Education and Training (QCF)

Assessment Pack HABC Level 3 Award in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration

More information

Test Blueprint. Grade 3 Reading English Standards of Learning

Test Blueprint. Grade 3 Reading English Standards of Learning Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the

More information

Loughton School s curriculum evening. 28 th February 2017

Loughton School s curriculum evening. 28 th February 2017 Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's

More information

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

INTRODUCTION TO TEACHING GUIDE

INTRODUCTION TO TEACHING GUIDE GCSE REFORM INTRODUCTION TO TEACHING GUIDE February 2015 GCSE (9 1) History B: The Schools History Project Oxford Cambridge and RSA GCSE (9 1) HISTORY B Background GCSE History is being redeveloped for

More information

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

VTCT Level 3 Award in Education and Training

VTCT Level 3 Award in Education and Training VTCT Level 3 Award in Education and Training Operational start date: 1st April 2014 Credit value: 12 Total Qualification Time (TQT): 120 Guided learning hours (GLH): 48 Qualification number: 601/2758/2

More information

Submission of a Doctoral Thesis as a Series of Publications

Submission of a Doctoral Thesis as a Series of Publications Submission of a Doctoral Thesis as a Series of Publications In exceptional cases, and on approval by the Faculty Higher Degree Committee, a candidate for the degree of Doctor of Philosophy may submit a

More information

4 th Grade Reading Language Arts Pacing Guide

4 th Grade Reading Language Arts Pacing Guide TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply

More information

1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document.

1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document. National Unit specification General information Unit code: HA6M 46 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed to

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

Functional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS. September 2017 Version 1.7

Functional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS. September 2017 Version 1.7 Functional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS September 2017 Version 1.7 Qualification at a glance Subject area Functional Skills qualifications in

More information

Principles, theories and practices of learning and development

Principles, theories and practices of learning and development Principles, theories and practices of learning and development UV40800 D/502/9542 Learner name: VRQ Learner number: VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

THE QUEEN S SCHOOL Whole School Pay Policy

THE QUEEN S SCHOOL Whole School Pay Policy The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

More information

Fountas-Pinnell Level P Informational Text

Fountas-Pinnell Level P Informational Text LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,

More information

Examining the Structure of a Multidisciplinary Engineering Capstone Design Program

Examining the Structure of a Multidisciplinary Engineering Capstone Design Program Paper ID #9172 Examining the Structure of a Multidisciplinary Engineering Capstone Design Program Mr. Bob Rhoads, The Ohio State University Bob Rhoads received his BS in Mechanical Engineering from The

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths. 4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts

More information

Guidelines for Incorporating Publication into a Thesis. September, 2015

Guidelines for Incorporating Publication into a Thesis. September, 2015 Guidelines for Incorporating Publication into a Thesis September, 2015 Contents 1 Executive Summary... 2 2 More information... 2 3 Guideline Provisions... 2 3.1 Background... 2 3.2 Key Principles... 3

More information

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of

More information

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks 3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and

More information

HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE

HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT Lectures and Tutorials Students studying History learn by reading, listening, thinking, discussing and writing. Undergraduate courses normally

More information

5 th Grade Language Arts Curriculum Map

5 th Grade Language Arts Curriculum Map 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

More information

Information System Design and Development (Advanced Higher) Unit. level 7 (12 SCQF credit points)

Information System Design and Development (Advanced Higher) Unit. level 7 (12 SCQF credit points) Information System Design and Development (Advanced Higher) Unit SCQF: level 7 (12 SCQF credit points) Unit code: H226 77 Unit outline The general aim of this Unit is for learners to develop a deep knowledge

More information

Introducing the New Iowa Assessments Language Arts Levels 15 17/18

Introducing the New Iowa Assessments Language Arts Levels 15 17/18 Introducing the New Iowa Assessments Language Arts Levels 15 17/18 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts,

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award M.Sc. 4 Programme Title Industrial and Commercial Biotechnology 5 UCAS/Programme

More information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012) Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference

More information

November 2012 MUET (800)

November 2012 MUET (800) November 2012 MUET (800) OVERALL PERFORMANCE A total of 75 589 candidates took the November 2012 MUET. The performance of candidates for each paper, 800/1 Listening, 800/2 Speaking, 800/3 Reading and 800/4

More information

Handbook for Teachers

Handbook for Teachers Handbook for Teachers First Certificate in English (FCE) for Schools CEFR Level B2 Preface This handbook is for anyone preparing candidates for Cambridge English: First for Schools. Cambridge English:

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

HDR Presentation of Thesis Procedures pro-030 Version: 2.01

HDR Presentation of Thesis Procedures pro-030 Version: 2.01 HDR Presentation of Thesis Procedures pro-030 To be read in conjunction with: Research Practice Policy Version: 2.01 Last amendment: 02 April 2014 Next Review: Apr 2016 Approved By: Academic Board Date:

More information

Lower and Upper Secondary

Lower and Upper Secondary Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7

More information

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words, First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational

More information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information

2007 No. xxxx EDUCATION, ENGLAND. The Further Education Teachers Qualifications (England) Regulations 2007

2007 No. xxxx EDUCATION, ENGLAND. The Further Education Teachers Qualifications (England) Regulations 2007 Please note: these Regulations are draft - they have been made but are still subject to Parliamentary Approval. They S T A T U T O R Y I N S T R U M E N T S 2007 No. xxxx EDUCATION, ENGLAND The Further

More information

Guidelines for Writing an Internship Report

Guidelines for Writing an Internship Report Guidelines for Writing an Internship Report Master of Commerce (MCOM) Program Bahauddin Zakariya University, Multan Table of Contents Table of Contents... 2 1. Introduction.... 3 2. The Required Components

More information

2017 national curriculum tests. Key stage 1. English grammar, punctuation and spelling test mark schemes. Paper 1: spelling and Paper 2: questions

2017 national curriculum tests. Key stage 1. English grammar, punctuation and spelling test mark schemes. Paper 1: spelling and Paper 2: questions 2017 national curriculum tests Key stage 1 English grammar, punctuation and spelling test mark schemes Paper 1: spelling and Paper 2: questions Contents 1. Introduction 3 2. Structure of the key stage

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

Redeployment Arrangements at Primary Level for Surplus Permanent & CID Holding Teachers

Redeployment Arrangements at Primary Level for Surplus Permanent & CID Holding Teachers Redeployment Arrangements at Primary Level for Surplus Permanent & CID Holding Teachers March 2017 This document relates only to the main redeployment panels set out below i.e. Main Panels on which surplus

More information

22/07/10. Last amended. Date: 22 July Preamble

22/07/10. Last amended. Date: 22 July Preamble 03-1 Please note that this document is a non-binding convenience translation. Only the German version of the document entitled "Studien- und Prüfungsordnung der Juristischen Fakultät der Universität Heidelberg

More information

CONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS

CONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS CONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS Introduction Background 1. The Immigration Advisers Licensing Act 2007 (the Act) requires anyone giving advice

More information

1st4sport Level 3 Award in Education & Training

1st4sport Level 3 Award in Education & Training 1st4sport Level 3 Award in Education & Training Qualification Specification Version 6: 8 May 2017 This document is designed to be viewed on a computer and contains hyperlinks which will not be available

More information

GENERAL COMMENTS Some students performed well on the 2013 Tamil written examination. However, there were some who did not perform well.

GENERAL COMMENTS Some students performed well on the 2013 Tamil written examination. However, there were some who did not perform well. 2013 Languages: Tamil GA 3: Written component GENERAL COMMENTS Some students performed well on the 2013 Tamil written examination. However, there were some who did not perform well. The marks allocated

More information

level 5 (6 SCQF credit points)

level 5 (6 SCQF credit points) Biology: Life on Earth (National 5) SCQF: level 5 (6 SCQF credit points) Unit code: H209 75 Unit outline The general aim of this Unit is to develop skills of scientific inquiry, investigation and analytical

More information

2 Higher National Unit credits at SCQF level 8: (16 SCQF credit points at SCQF level 8)

2 Higher National Unit credits at SCQF level 8: (16 SCQF credit points at SCQF level 8) Higher National Unit specification General information Unit code: H4RM 35 Superclass: LB Publication date: August 2013 Source: Scottish Qualifications Authority Version: 01 Unit purpose This Unit is designed

More information

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 Unit of Study: Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 TABLE OF CONTENTS PREFACE Overview of Lessons...ii MINI-LESSONS Understanding the Expectations

More information

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

Advanced Grammar in Use

Advanced Grammar in Use Advanced Grammar in Use A self-study reference and practice book for advanced learners of English Third Edition with answers and CD-ROM cambridge university press cambridge, new york, melbourne, madrid,

More information

Presentation Advice for your Professional Review

Presentation Advice for your Professional Review Presentation Advice for your Professional Review This document contains useful tips for both aspiring engineers and technicians on: managing your professional development from the start planning your Review

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information

Characteristics of the Text Genre Realistic fi ction Text Structure

Characteristics of the Text Genre Realistic fi ction Text Structure LESSON 14 TEACHER S GUIDE by Oscar Hagen Fountas-Pinnell Level A Realistic Fiction Selection Summary A boy and his mom visit a pond and see and count a bird, fish, turtles, and frogs. Number of Words:

More information

University of Exeter College of Humanities. Assessment Procedures 2010/11

University of Exeter College of Humanities. Assessment Procedures 2010/11 University of Exeter College of Humanities Assessment Procedures 2010/11 This document describes the conventions and procedures used to assess, progress and classify UG students within the College of Humanities.

More information

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60 2016 Suite Cambridge TECHNICALS LEVEL 3 PERFORMING ARTS Unit 2 Proposal for a commissioning brief L/507/6467 Guided learning hours: 60 Version 1 September 2015 ocr.org.uk/performingarts LEVEL 3 UNIT 2:

More information

Creating a successful CV*

Creating a successful CV* Creating a successful CV* *This advice also applies to your LinkedIn profile; your online CV. www.bristol.ac.uk/ careers www.facebook.com/ UoBristol.Careers.Service @UoBrisCareers #GetCareerReady 1 Be

More information

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1) Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

LEAVE NO TRACE CANADA TRAINING GUIDELINES

LEAVE NO TRACE CANADA TRAINING GUIDELINES LEAVE NO TRACE CANADA TRAINING GUIDELINES TABLE OF CONTENTS Definitions and acronyms 1 Introduction 2 Notice 2 Master Educator Courses 3 Trainer Courses 7 Awareness workshops 10 Requirements upon Course

More information

2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY

2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY 2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY Policy and Criteria for the Registration of Qualifications and Part Qualifications on the National Qualifications Framework Compiled and produced by:

More information

Audit Documentation. This redrafted SSA 230 supersedes the SSA of the same title in April 2008.

Audit Documentation. This redrafted SSA 230 supersedes the SSA of the same title in April 2008. SINGAPORE STANDARD ON AUDITING SSA 230 Audit Documentation This redrafted SSA 230 supersedes the SSA of the same title in April 2008. This SSA has been updated in January 2010 following a clarity consistency

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

This publication is also available for download at

This publication is also available for download at Sourced from SATs-Papers.co.uk Crown copyright 2012 STA/12/5595 ISBN 978 1 4459 5227 7 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open

More information

Technical Skills for Journalism

Technical Skills for Journalism The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

ACADEMIC AFFAIRS GUIDELINES

ACADEMIC AFFAIRS GUIDELINES ACADEMIC AFFAIRS GUIDELINES Section 8: General Education Title: General Education Assessment Guidelines Number (Current Format) Number (Prior Format) Date Last Revised 8.7 XIV 09/2017 Reference: BOR Policy

More information

PROGRAMME SPECIFICATION KEY FACTS

PROGRAMME SPECIFICATION KEY FACTS PROGRAMME SPECIFICATION KEY FACTS Programme name Foundation Degree in Ophthalmic Dispensing Award Foundation Degree School School of Health Sciences Department or equivalent Division of Optometry and Visual

More information

Science in the Environment: Living Things (National 1)

Science in the Environment: Living Things (National 1) Science in the Environment: Living Things (National 1) SCQF: level 1 (6 SCQF credit points) Unit code: H707 71 Unit outline The general aim of this Unit is to provide learners with opportunities to look

More information

ENGLISH. Progression Chart YEAR 8

ENGLISH. Progression Chart YEAR 8 YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with

More information

MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE

MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE University of Amsterdam Graduate School of Communication Kloveniersburgwal 48 1012 CX Amsterdam The Netherlands E-mail address: scripties-cw-fmg@uva.nl

More information

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding

More information

HARPER ADAMS UNIVERSITY Programme Specification

HARPER ADAMS UNIVERSITY Programme Specification HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:

More information

Code of Practice on Freedom of Speech

Code of Practice on Freedom of Speech Code of Practice on Freedom of Speech Rev Date Purpose of Issue / Description of Change Equality Impact Assessment Completed 1. October 2011 Initial Issue 2. 8 th June 2015 Revision version 2 28 th July

More information

Post-16 transport to education and training. Statutory guidance for local authorities

Post-16 transport to education and training. Statutory guidance for local authorities Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty

More information

GCSE Results: What Next? Ü Ü. Norfolk County Council. Are your results better or worse than expected?

GCSE Results: What Next? Ü Ü. Norfolk County Council. Are your results better or worse than expected? Norfolk County Council GCSE Results: What Next? u v Are your results better or worse than expected? Do you need to change your plans or consider different options? Ü Ü Don t panic or feel that you are

More information

Guidelines for blind and partially sighted candidates

Guidelines for blind and partially sighted candidates Revised August 2006 Guidelines for blind and partially sighted candidates Our policy In addition to the specific provisions described below, we are happy to consider each person individually if their needs

More information

Project Based Learning Debriefing Form Elementary School

Project Based Learning Debriefing Form Elementary School Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth

More information

P920 Higher Nationals Recognition of Prior Learning

P920 Higher Nationals Recognition of Prior Learning P920 Higher Nationals Recognition of Prior Learning 1. INTRODUCTION 1.1 Peterborough Regional College is committed to ensuring the decision making process and outcomes for admitting students with prior

More information

to Club Development Guide.

to Club Development Guide. Club Development Guide Welcome to the Welsh Triathlon Introduction to Club Development Guide. With the continued growth and popularity of Triathlon we wish to support your club and volunteers to ensure

More information

Software Development: Programming Paradigms (SCQF level 8)

Software Development: Programming Paradigms (SCQF level 8) Higher National Unit Specification General information Unit code: HL9V 35 Superclass: CB Publication date: May 2017 Source: Scottish Qualifications Authority Version: 01 Unit purpose This unit is intended

More information